Deeper Learning - Teacher Only Day

 28th March 2024

The most important part of Te Mātaiaho is the word Mātai. Meaning that we are diving deeper into the learning and the curriculum.

Let's look at it more closely and more deeper, and the purpose of why we are doing it. Digging deeper into the curriculum. 

Neologisms = new words that have been made specially for the new curriculum. It's about localizing the curriculum. 

Mātairangi - The guiding kaupapa

Look beyond the horizon and draw near the bodies of knowledge that will take us into the future.

Mātainuku - Creating a foundation

Ground and nurturing the learning.

Mātaitipu - Vision for young people

Grow and nourish a thriving community. 

Mātairea - Supporting progress

Build and support progress.

Mātaiaho - Weaving learning within and across learning areas.

Weaving the learning strands together. Putting it together. Where understand, know, do. Progress outcomes come in here. 

Mātaioho - School Curriculum design and review.

Awaken, arise, and prepare for action. Our progress in reviewing should make us think, highlight things we need to work on, and change things. 

Mātaiahikā - Connecting to place and community.

Keep the hearth occupied and maintain the stories by firelight. Our curriculum is how we do this place, taking it from the local place and putting it into how we need to do it here. It acknowledges the traditions of Waitati school; it has its own way. We are a school in a community rather than being a school community. National consistency with local flexibility.

Deep dive into Mātaiaho

We need them to know some things, then do something (solve an equation), and they all weave together to develop understanding. There are big ideas, and they are consistent across the phases. We want them to develop their understanding, but what we want them to do becomes harder. The progress outcomes build understanding and can't be left to chance. We can change the context of how we teach it. 

Deep learning comes when we have all three things because we can't have one without the other. 

Backward by design:

What do we want them to come out the other end with? 

How can we assess this? 

What learning experiences can we use to deepen the learning?

Roots of Behaviour

 Roots of Behaviour - Thinking Brain & Relationships

Readings/Books:

- Oliver Sacks - The man who mistook his wife for his hat.

- Temple Grandin

- Olga Bogdashnina

- Bruce Perry - Body keeps the score

All behaviour is communication - but what is that communication?

What is happening for our kids? What is happening within our bodies for our kids? How does heart rate collate with their behaviour?

 

What is going on below the surface for the children? What does that look like?

Healthy attachment is only 60% of the time. 

There are two critical responses - rah mode (heightened state) and shut down mode or preoccupied.

Insecure attachment - creating imaginary friends, talking to themselves, etc. 

Calm

Alert

Alarm - some kids come into school here and have an addictive component, ie sugar/gaming

Fear

Terror

These five states determine our thoughts, feelings and experiences. Kids with trauma are attracted to one another, and they are in the alarm state often. 

"you don't get sad unless you have joy first."

Boundaries are about keeping what is essential in.

To get deep sleep to get the rest our bodies need before midnight. No screens 2 hours before bed.

If you are in a power struggle, then the adults need to drop the rope, and then you need to reconnect with the child.  

Only do the restorative practice with both sides involved. 

Need to search out where they are on the Bruce Perry continuum.

If they do something in a pattern, they try to regulate the brain. 

The need to control is connected to the Alarm state of the brain.

What can escalation look like?

We only talk at people when we haven't been heard before. 

You can't work harder on your problem than you work on it.

Talk to the kids quietly and within arms reach. 

Needs to build a connection and relationship with those that need it. You need to develop those roots with "I am..." statements. Organizing the brains for learning, then we use evidence; for example, you are a reader, we are readers. 

Draw the brain up for young people and then draw some roots and start with the positive experiences. 

Heart Rate

A successful child who is ready to connect would be around 100 bpm. 

It's not a program that makes a difference; it's the people that make a difference. 

Heart rate is one piece of the puzzle. 

You need to give language to the thing that they are feeling. 

The biggest threat is relationships, but the biggest way we develop is relationships.

The brain is so different when it comes to Autism that it needs to have a learned script. Practice these in a calm space, but then, with repetitive practice, it becomes natural. 

Are we a leader or a follower?

What do my learners need?

Cuddle buddies - weighted toys

What do I want her to tell herself when she wants to call out.

This Roots of Behaviour course is so worthwhile. It talked about all of the kids that you see, not just the Neuro-Diverse, trauma, or behaviour problems; it's about the ones that seem to be coping but, deep down, might not be. They are the ones that we have to look at and after so that they also have success. 

Te Mātaiaho

 New Karakia - 

Mātai aho tāhūnui,

Mātai aho tāhūroa,

Hei takapau wānanga,

E hora nei

Lay the Kaupapa down

and sustain it,

The learning here

Laid out before us

Te Mātaiaho - The refreshed New Zealand Curriculum, The learning areas of Mātaiaho, Mathematics and Statistics

The new curriculum is a massive part of the practice. 

The three principles are...

This vision is for children because they sit at the centre. Their aspirations and how they see themselves as learners matter.

As of today, it is about the deeper the learning. Instead of Level's, it's now phases. 

They fit into the different categories - Why, What, How

See the slides that Joneen sent for the diagram of the how, why and what

Phases of Learning:

It is lots more focused on the children.

Culturally sustaining teaching and assessment:

Talks about the caring of the learners, then connected, making sure that you are intentional about covering everything. How are we going to approach this?

It's the whole school's responsibility to make sure that we have this covered. 

Key Learning areas - 

Gone from 800 AOs down to 40 key learning areas. 

It's about doing less but doing it better and more deeply. 

The draft for English and Math has come out and needs to be in place by 2025.  

The understands - the big ideas that stay the same.

The know's - in math, are your strands.

The do's - are your modeling etc. 

We look at progress in a more child-centered way so that we match what we do to their development. It gives clarity about what this is going to look like. 

The Math Curriculum - 

Impact Ed have put together a one page of progress steps. 

This is something that could follow the child through the years. Building the knowledge is key for understanding. 

The new curriculum looks like it is more user friendly and straight forward. You are more capable of going deeper into their learning and pull them side ways. 

Here is an example of Progression in Action

Joneen is willing to come out to school and help us plan our maths etc. 

Structured Literacy Journey

  Bex's reflection on the Structured Literacy journey

I was at a stage in my teaching where I knew that that was possibly more I could do for the struggling readers/writers, but I wasn't sure where to start. I began my journey with Structured Literacy when a couple of friends started talking about it. This interested me, and I made sure that I researched and read the Science of Reading. I then looked at lots of different research and resources that Sara and Nelly had shared with me, but my mind was spinning. 😵‍💫 

I then discussed with Tara about structured literacy and her thoughts around it, and where I wanted to go. At the beginning of my pathway, I needed to find some stops to help my learning. I was very interested in Liz Kane, but her Dunedin and the South Island workshops were full, so I went to Ideal and Carla McNeill. I noted that she had a workshop running and signed up. 

That day was very overwhelming, but it made sense to change my literacy program. We signed up for the iDeaL platform, and I started to explore that. It was a very intense website, and took lots of time away from school to work out. I decided that I needed to see Structured Literacy in action and had done more reading and research around Liz Kane; I also purchased the code and looked at that, but I still needed to see it in action. I chose four children in year two that I thought would benefit from Structured Literacy. I talked to their parents in that group and told them what I was planning, that I was in the learning phase, and would like their buy-in to move forward. I assessed them and knew what they needed but didn't know where to start...Hence why we visited Grants Braes.

Mikaela and I talked and decided that a trip to Grants Braes saw it in action. We organized it and spent the morning going over the school to observe the teachers at the different levels; we saw the Haggerty and PA in action. Then we saw the code in action. I took this back to school and implemented the Code and LLLL assessment to see what I needed to do with my intervention group. We focused on sounds with handwriting, to begin with, and then moved to words. Sounds - words then moved back and forward a few times until they had secured their first sounds. I only sent one book home a week, and it was that we had practiced for the week. I was mucking my way through, and I was seeing progress. Slow and steady, learning as I went, and the kids were having success, and I saw it coming into the classroom. 

At this stage, I recognized that the Totara group would benefit from some spelling lessons. I tested their spelling and saw they needed to return to year one of the Code. From here, I taught them the spelling rules they needed to include and introduced them to the iDeaL platform for learning spelling rules. I began to see results in their writing and spelling. This also helped their reading, and the difference in their confidence was visible too.

Around this time, I noticed that my intervention group of children was gaining confidence and ability. Their writing in the class had shot off, and the boy who would sit and cry in the corner was now eager to write and would write any chance he got; this was a massive improvement for him and made me very confident with the program we had created.

Towards the end of Term 3, the difference in the groups that I was taking for spelling and structured literacy was terrific, and this showed in their end-of-year results; it was enough for me to think about rolling it out across our junior team. So, with our little resources, we took the term 3 holidays to roll it out, group the children, and start with a structured literacy program. My fellow teacher was enthusiastic about it and was beginning to get some of her own resources, and the teacher in the NE room loved the structure and immediately saw improvements with her kids. It was a success, and we had parents on board, which always made such a difference.

Early in Term 4, Mikaela and I held a Structured literacy workshop for parents, where we unpacked what we had learned from the last year and why we wanted to roll it out. We had such a great take on the idea from all of the parents that came.

At the end of the year, when I came to test the children, we used the PM+ Running Records for my intervention group, and they had all made accelerated progress with seeing them 20 mins a day, 4 days a week. It was empowering, as it worked for everyone and gave such a good base.

The BOT was happy with the results, and we got approval to roll it out across the school in 2022.

In 2022, we rolled it would across the school. At this time, other teachers were learning, and we had three teachers learning about Structured Literacy and how to use it in the classroom. This was an excellent opportunity for me to help those teachers learn and walk through their journey.

As we moved into 2023, with everyone on the same page, it was decided that the tuakana team would use the iDeaL platform for spelling and use decodable for reading until they reach concept #22. Then we can transition them to the PM+ reading system and focus on comprehension.

The results that I have seen through the iDeaL platform for spelling were remarkable and gave a clear graph of where they were and their next learning steps. This has transferred to their writing and their reading.

Now that I have sorted using iDeaL for spelling and writing, my next steps are to take it into their reading. I have been to Holy Family Wanaka for their open day and asked many questions about how to take it to read. They use the LLLL readers; iDeaL has linked these to their scope and sequence. I am using this for my planning, which helps connect them. As they pointed out in Wanaka, you can use any decodable to teach reading but stick to the scope and sequence of iDeaL.

Here is a link to the Structured Literacy Site that Tara, Mikaela and I started at the beginning of the our journey.

Ski Camp Leadership

 My first year leading the ski camp was full of unexpected surprises.

The weather was the first one. Since we went in August, there has been a lot of rain around, and with the 65th birthday of the field, they were trying to preserve the snow for this event.

We went in the week when the celebrations were. This means that the field was packed; we had two days where the area was closed, and in my planning, I didn't think of this scenario or what to do on a rainy day. This was completely unexpected, and on reflection, I will plan some activities when the ski field is closed.

There were some things that I know for next time:

- Set all my cards on the table.

For example - Safety on the field, parents' responsibilities, and expectations of where the children are allowed on the field. 

I ran a meeting before the camp for the parents and helpers attending and set out the expectations verbally; I may have done this as a written copy with them signing it. I was just doing what Chris had done the previous year. 

I did doubt myself a lot on the ski camp; I was worried that I would make a mistake, make the wrong call, or people would disagree with me. I have more faith in my ability and make the best call for everyone and the best decision for the group.

The positive was that many children pushed themselves to get to that next level, that next run, or go on the chair lift. The team bonding was lovely, and they loved playing board games, exploring in the snow on the first afternoon, sledding, creating snowmen, laughing, and sharing a joke. 

My takeaways from last year:

- Make it clear that I have the final say on where the children can go on the field.

- Have more faith in my decisions.

- Have activities for when the field is closed.

- More interactive, engaging evening activities - board games were suitable, but the environment was too noisy.

- Go through the RAMS with a BOT member, open school docs, and use school docs alongside. 

- Send out the ski camp booklet earlier so parents can get the necessary things. 

Self-Love reflection

Self-Love

First few weeks of Term 1

I have done so much mahi around this. I have been listening to meditation around feeling like I belong where I am, that I am doing so much for my mental health, and that I genuinely do love myself. 

I have matched the balance I created last year to my self-love journey. Making sure that I create time in my world for my time, whether walking at 5:30 am, going to be a little earlier to read a book, doing something just for me, or having family time. I take what I need and move on. 

Last few weeks of Term 1

I picked up a book called "be your best self"; it really unpacked the parts of me that I needed. For each chapter, there are exercises, and I tagged them and then returned and did them. 

This book, the suggested little thing, has made a difference in my life. It made me think of all of the parts of me that I was trying to work on and then gave me tools to work through it. 

From the start of the year, I have been journalling, creating goals, reflecting, and showing gratitude for the things around me. I have been solid with this, making my goals achievable and finding gratitude when sometimes I thought there was none. This has helped with my self-love, as it has given me the tools and motivation to work on some tough things and set challenges for myself each day to achieve them.

Journalling - 

So when I started journaling over a year ago, I would do it every so often. When I felt anxious or worried, and sometimes when I felt ok. This year I purposely purchased a one-page diary with the thought of using it for my journal. It has become so much more than that! It’s all my thoughts, goals, fears, gratitude, and a review from 2022. I didn’t know how it would go, but I ensure this little book went everywhere and always wrote in it before bed. It has made such a difference in my well-being. Especially my daily gratitude, 3 things I’m grateful for. #wellness #wellbeing #wellbeingcomesfirst

Term 1 Holidays

This first term holiday has been reflection, recovery, rest, relaxation, and roaming. 

I have taken the time to be a mum to my boy, doing things he loves, we love as a family, and what I’m growing to love. We witnessed some fantastic colours when we adventured through Central, became closer, and found magical spots for summer. 

My boy found the love of second-hand shopping and continued on his scooter journey, becoming more confident and skilled with every ride he took. 

I have read, run, walked, biked, and cooked to my little heart's content and feel like my bucket is well and truly full. 

I know they call the school holidays non-contact time, and that is true, but this time I took it to be a mum and focus on my family. #autumn #autumnvibes🍁 #autumn🍁 #nztravel #nzteachersofinsta #nzteachersofinstagram #nzteachers #wellbeingwall #well #wellness #wellbeing #termholidays #recovery #rest #relax #relaxing #roam #roamtheplanet #roamearth #yellow #yellowleaves #biking #bikecentral

I am also creating content on my Instagram page, so pop over and look.

Teacher on the bay

Gold for Glory - Managing to exercise daily and read the above book.

Blue for improvement - To keep being intentional with my movement, Making this daily for 30mins or more.

To create weekly content for my Instagram page around well-being and self-love.

What is hard - Getting up in the morning to move; it's cold and dark and the bed is so warm. 

Creative in schools

 Nathan Parker talking about the creative in schools project for 2023 and how it fits in with our larger projects. 

Coming in and working with Haidee’s class last year. But has been at Warrington School for the last 8 years around gardening and making an area for free play.

The kids have all the little things going on, and they have cafes and look for bugs.

Very much driven by the kids, but Nathan does a little bit for them to begin with e.g., planting some garlic. 

Most of it is really native, has skinks and frogs, and children have developed a love of insects. Lots for the kids to watch on TV. 

The children are directed and can go back to class if they want to, but they are still waiting for someone to do so. 

Last year parents gave permission, and now the parents know what is happening. Multi-level working together. 

The tricky part is managing safety - tools, climbing trees, etc.

Creatives at Waitati

Creating a classroom space, but so much space that we are underutilizing. The kids are already doing so much with it.

Creating art with natural materials, especially Willow. 

We have the natives and the willows, which can be heavily harvested and won't impact the area.

Child-driven, children make their own decisions, talking a lot about what needs to be done.

Nathan has many ideas about what the children could do but wants it to be child lead. 

Really take the learning deeper and call on the expertise of others.

What are some of the barriers?

• Not having gumboots

• Wot having wet weather gear

• Safely managing the tools

• What else do we need?

Using natural materials when attaching different pieces.

Need to work through what is suitable for us here…what works for us, and how does that fit with our values?

Finding the fine line between what's okay for our community. 

We must discuss our beliefs and values to make them work for us. 

Lots of room for discussion around how to use the space, and children have to learn the hierarchy of the animal world, i.e., slatters - stick insects, etc. 

Wasps are pests, but honey bees are not. 

Nathan here:

Thursday

9-12 pm

Wednesday

12:00 - 3pm

Work out the times within that and the groups. Will talk about that at Hui on Thursday. 

This idea is mainly the wetland and will extend into the swamp. Not differentiating between the two. The wetland is there to be explored. 

How are we communicating with Nathan? Email works really well for Nathan. 

What is the outcome of the creative in school?

Hoping that we will have an outdoor classroom. It’s the journey that is important to get there.